3.5. Conflict Management

Adults need to access learning opportunities on a regular basis. Adults need to continuously develop leadership competencies. Adults need to receive a sense of achievement from their role or function in Scouting as well as being recognised for it.

And WAGGGS believes in the implementation of a robust volunteer management programme which will help to develop and maintain a positive volunteer environment. Formal structures will help both the organization and the volunteer better understand their relationship.

Good volunteer management that motivates volunteer and increase retention means: ● You know what motivates each volunteer ● Volunteers know what their roles are and what sort of training they can expect ● Volunteers know how their contribution fits in with the association’s goals ● Volunteers know who to approach for help and support ● Volunteers receive validation and recognition for their contributions.

Aligned with what WOSM and WAGGGS believes in with retention of adults, Nepal Scouts will practice the following retention strategies:

Nepal Scouts supports the following retention strategies:

meaningful regular recognition of adults providing training and offer help, support and opportunity for continual personal development for all adults in Scouting screening at the induction process and matching volunteers knowledge, skills and attitudes to the task - “Right person / Right role / Right time / Right place” providing regular supervision, open communication and ongoing feedbackt providing written policies and role descriptions maintaining systems that provide appropriate resources (i.e. Scout Central) remaining contemporary and matching technology and resources to future needs and being open to change.

Nepal Scouts have in place processes for: Resolving conflicts between adults Resolving grievances of members, parents, carers, supporters, and/or the community, and Addressing unacceptable behaviour by members, particularly adult members A national guideline for addressing issues surrounding grievances and disputes as well (if needed) suspension and termination is in place.

WOSM has identified 12 key principles in the selection and ongoing management and support for adults in Scouting. Nepal Scouts supports and openly adopts these principles. They are:

CONGRUENCE:

The systems in place complement the main principles of the organisation (Promise and Law, Values), and is in accordance with other policies (e.g. Reaching out, Safe from Harm, etc.) and strategies.

YOUTH INVOLVEMENT:

Promoting and encouraging young people who fulfil the requirements and who have the necessary competencies, giving them access to roles or functions.

GENDER EQUITY:

Distribution of roles and functions is based on proficiency and not gender. This principle addresses any imbalances on the allocation of resources, programmes and learning and development opportunities based on gender. Consequently, aims at changing organisational practices that hinder the participation of women or their access to any role or function. Equally, age should not be a restriction.

SUSTAINABLE LEADERSHIP:

The development of succession practices leads to the overall stability and sustainability of the organisation. Organisational structures should become matrix instead of hierarchical, and adults should be encouraged to take ‘lateral moves’ instead of vertical. It is essential to design organisational structures and roles or functions so that the mentoring of young leaders can take place and personal advisory processes can be implemented.

PROXIMITY IN DECISION-MAKING:

Decision-making processes must take place at the nearest level to the adult, meaning the local level should take as many decisions as possible before referring ‘up the line’ for someone else to make the decision for them. Proximity in decision-making (e.g. management and training) helps to generate trust within all levels of the organisation.

LEARNING ORGANISATION:

Individual and organisational learning are part of a cycle, when people learn and develop, the organisation itself also learns and develops. The learning process of adults is enhanced by the day-to-day interaction with other

members of the organisation, strengthening the individual, group and the organisations learning capacity.

MEANINGFUL LEARNING:

Training and development opportunities should focus on the knowledge, skills and attitudes needed for practical action within a variety of roles or functions (particularly for those supporting young people on meeting their needs and aspirations). It is important to ensure that every adult is closely accompanied and supported in their personal learning and development process throughout their life cycle.

ACCESSIBILITY AND FLEXIBILITY:

The system must be able to respond to the needs of the individual and of the organisation at all levels, and encompass different learning models and strategies. All adults must be able to access a variety of learning and development opportunities, internal and external to the organisation, and be encouraged to do so. A variety of methods to develop competencies should be available.

COMPETENCY-BASED:

Distribution of roles and functions are based on demonstrated proficiency (knowledge, skills and attitudes). It is expected that all adults are provided with equal opportunities for acquiring, developing, updating and renewing competencies on a continuous basis.

PERSONALISATION:

Management and training must adjust to the profile of each individual, equally considering personal development needs and functional performance. Recognising (prior) individual attainment, experience and competencies that meet role descriptions and organisational needs.

PARTICIPATION:

Involving and encouraging active participation of every adult in their own learning and development as well as in management processes throughout the life cycle. Shared decision-making processes will increase mutual understanding, trust and transparency throughout the organisation.

TECHNOLOGY-ORIENTED:

Technology provides great opportunities for good management practice in Scouting. Developing online recruitment strategies, delivering training, using membership data systems for adult management (e.g. profiles storage or training logs), accessing distance learning and development opportunities, and coaching and team management – are just a few examples.

WAGGGS believes that the Fundamental Principles and Values of Girl Guiding and Girl Scouting should inform all training, learning and development for all adults and be reflected in most of the National Association’s policies and educational programme.

The following should be reflected:

The Mission and Vision of WAGGGS ● Promise and Law ● The Girl Guide and Girl Scout Method ● Guiding and Scouting Principles ● Non-formal education ● Adult learning in WAGGGS ● WAGGGS’ Values